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Present Day Geography 



BY 



MRS. R. E. BROWN 

Teacher of Training Class, Granville, N. Y. 




SYRACUSE, N. Y. 

C. W. BARDEEN, PUBLISHER 



THE BULLETIN SCHOOL SUPPLI ES 

Peerless Maps 

"Geography is one of the five elementary studies of prime 
importance that occupy the attention of the child at school." 
"The study of man, his history, nationality, civilization, 
occupation, etc., is in fact the study of real geography." 

This series has been made with the.se principles in mind, 
and has, we believe, achieved a new era in map making. 
These maps show not only outlines, contours, relative posi- 
tions, comparative areas, etc., but combine with these ordi- 
nary features historical foundations, commercial connecttons, 
physical conditions, and many more points which serve to 
emphasize and make possible the study of man. The series 
comprises : 

United States North America 

South Atnerica Europe 

Asia Africa 

World Mercator's projection 
Each printed on one sheet. Uniform in size, 42x59 Inches. 

Plain mounted. Style I, each 54 00 

On spring roller, with enamel cover. Style II, each 5 50 

On spring roller, in steel case, Style III, each. 6 00 

These maps have been approved by the Education Depart- 
ment of New York for the schools of the state, and the amounts 
paid for them will be duplicated by the state at these prices. 
This is the highest compliment that can be paid, for the in 
spectionand comparison were thorough, and the decision bas- 
ed on the principle that New York schools are entitled to the 
best maps published, They are especially adapted to the 
present tendency in geography to emphasize the commercial 
fide, and are made especially to conform with the Elementary 
Syllabus of the state of New York. 

They may be had either lettered, with the names of places 
printed, or unlettered, without the names of places printed,* 
usually called outline maps; unless otherwise specified the 
lettered maps are sent. 

The coloring will be found distinct but restful to the eye, 
in strong contrast with the big blotches of bright red, green, 
*nd yellow commonly used. 






—THS SCHOOL BULLETIN PUBUCATIONS 

Geography of the Empire State 

This book has been revised to 1911, and contains the 
statistics of the census of 1910. It is one of the texts rec- 
ommended by the Education Department for use in geography 
classes. 

There are a multitude of maps, many of them colored, 
each showing some distinctive feature, such as distances, 
river systems, rivers, waterfalls, islands, lakes, canals, min- 
eral springs, geology, cotmties, Indian reservations, cities, 
villages, colleges, normal schools, charitable and correctional 
institutions, etc. There are also frequent birdseye maps, as 
of Eastern New York, the Hudson and the Mohawk valleys, 
the Adirondack region, the Catskills, and New York City. 

An important feature is its illustrated railway journeys, 
following the New York Central, D. L.. & W., D. & H., and 
other principal roads, each with an individual map and pic- 
tures of what may be seen along the way. 

"An effort in the right direction." — The Nation. 

"Contains all the information that is likely to be desired 
by teacher or pupil." — The Critic. 

"There are numerous illustrations, many of which are 
well chosen and well produced." — Science. 

"I am delighted with it. It is brimful of helpful sugges- 
tions." — Principal M. A. Taft, Mattituck, N. Y. 

"Mr. Bardeen issues some splendid books, and this is one 
of them. It is well arranged, edited, and printed, and the 
schools of New York are to be congratulated on having so 
good a geography." — Putnam's Art Journal. 

"I have just finished reading your Geography of the Em- 
pire State, and I am heartily pleased with it. I never real- 
ized that there were so many places and things of interest 
and importance in this State." — Frank L. Miller, School 
Commissioner, Schuyler Co., N. Y. 

"Bardeen's Geography of the Empire State meets a long- 
felt want. It is just what we need to prepare for regents 
geography. The arrangement of the subject matter is up 
to date. Our students are more than well pleased with it." 
— Principal James M. Grimes, Mount Vernon, N. Y. 
CLOTH, 8vo, pp. 120, 75 cents. 



•''If?* 



*^S'j»Y? 



THE SCHOOL BULLETIN PUBLICATIONS 

Books for Teaching Greography 

A Brief Geography of the Empire State. By C. W. Bardeew. Cloth, 
8vo, pp. 120,75 cts. Outline maps of New York for pupils' use to accompany 
it, 15 cts. per pad of 50. ' 

" Mr. Bardeen has made a geography of New York state which can be 
used by fifth year pupils as a text-book and by all folks as a work of refer- 
ence. It contains much matter not easily accessable to ♦he ordinary stu- 
dent and it contains all tha+ the student and average reader needs, Withiu 
the compass of 155 pages the author has 21 full- page illustrations, 25 out- 
line maps on uniform scale, 5 relief maps, 125 illustrations, and enough 
letter press to satisfy the most exacting. It is th€! best state geography we 
have ever seen and its use in the schools of New York should be made com- 
pulsory."— T'/ie Teachers World. 

" This is a vigorous and enterprising manual, copiously illustrated wi<^h 
maps and phototypes. It treats of the boundaries, surface, rivers, moun- 
tains, lakes, physical features, and geology of the state, its climate, pro- 
ductions, and political divisions, and, in a novel and ingenious chapter, 
takes the student over a series of the railway journeys possible in the state." 
— The Independent. 

2. The Oswego Method of Teaching Geography. By Amos W. Farkham. 
Cloth, 16mo, pp. 127. 50 cts. 

Dr. Sneldon, late principal of the Oswego Normal, says in the preface: 
" I take pleasure in endorsing it as an embodiment of my own idea as to the 
meihod of teaching geography." 

5. Descriptive Geography taught by means of Map-Drawing. By Eva D. 
WiLKiNS. Boards 4to. (a) Con^me/iis, pp. 66v75 cts. (b) United States, ^p. 
89, 75 cts. (c) Teachers' Edition for both, pp. 129, $1.50. 

4. Topical Geography with Methods and Supplementary Notes. By Ida 
L. Griffin. Leatherette, 12mo, pp. 142. 50 cts. 

5. Oral Listruction in Geography. By Emma L. Pardon. Paper, 16mo. 
pp. 29. 15 cts. A favorite help in union schools. 

6. A School Geography of Pennsylvania. By J. W. Rbdwat. Leather- 
ette, 16rao, pp. 98, 35 cts. Indispensable to Pennsylvania teachers. 

7. Later Regents Questions in Geography. Paper, 16mo, pp. 74, 25 cts. 
'The same with Key. Cloth, 16mo, pp. 341, 57 inaps, 138 illustrations, $1.00. 

8. Uniform Questions in Geography, with Answers. Paper, 16mo, pp, 
148, 25 cts. 

9. Eevieio Questions in Geography. By Jennie B. Pekntice. Paper, 
16mo, pp. 48, 15 cts. 

10. A Globe Manual for Schools. By Flayius J. Cheney. Paper^ 16mo, 
pp. 95, 25 cts. Few teachers grasp the possibilities of globe-instruction. 

11. The International Date Line. By Henry Collins. Paper, 16mo, pp. 
15, 15 cts. This is final authority on a subject often little understood. 

12. Latitude, Longitude and Time. By J. A. Bassbtt. Manilla. 16mo, 
■fcp. 42, 25 cts. Makes simple one of the most difficult subjects. 



■^■:-i^ 



Present Day Geography 



BY 

NIRS. R. K. BROWN 

Teacher of Training Class, Granville, N. Y. 




SYRACUSE, N. Y. 
C. W. BARDEEN. PUBLISHER 



Copyright, 1916, by C. W. Bardeen 






i^\ 



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IJI.A420605 

•JAN 31 I9IS 



CONTENTS 



PAGE 



Germany 9 

France 21 

British Isles 36 

Belgium 53 

Austria-Hungary 62 



(5) 



Present Day Geography 



PRESENT DAY GEOGRAPHY 



I GERMANY 

Before beginning the geography lesson, 
make sure that the conditions are the best 
possible for individual attention to the work 
of the hour. Indifference and restlessness 
are signs of mental discomfort. Get some 
fresh air into the room; march a few mo- 
ments, or have a few simple gymnastic 
exercises. Teachers may do much toward 
brain nutrition by providing fresh air, and 
frequent exercise. 

Having made all as comfortable as possi- 
ble, the children should open their geogra- 
phies to the best map of Germany. Re- 
member, now, that attention is simply the 

focussing of consciousness. Make it prac- 
(9) 



10 PRESENT DAY GEOGRAPHY 

tically impossible for the child to focus 
consciousness on anything but that map of 
Germany. Do not allow pencils, erasers, 
knives or anything else in the hands of the 
children. A boy may give excellent at- 
tention and at the same time bend an 
eraser back and forth, but sooner or later 
the miserable thing makes an unexpected 
leap half way across the room, and the 
lesson, for the time being, is not upper- 
most in the minds of your pupils. Young 
teachers, especially, will do well to prevent 
any cause of inattention or disorder. In 
the schoolroom, an ounce of prevention is 
worth — O many pounds of cure. 

When all is in quiet readiness begin the 
lesson in your most interesting manner. 

You may refer, perhaps, to the latest 
news of the war. Speak of the wonderful 
German army. Tell how this army, at 



GERMANY 11 

the beginning of the present war, upon 
leaving Germany, spread itself into several 
sections resembling in shape a half open 
fan, and marched westward by various 
routes, to invade France. 

This is not the first time that Germany 
and France have been at war. They are 
old enemies. Bismarck, one of the greatest 
men Germany has ever produced, once 
said, ''The great questions of the day are 
settled not by speeches and the decisions 
of majorities but by blood and iron." Bis- 
marck was the founder of the German 
Empire, r He brought about the union of 
a number of states, of which the largest 
was Prussia, and made the "King of Prus- 
sia" also "Emperor of Germany". He is 
often called "The Man of Blood and Iron". 

However it may have been in the past, 
we of the United States believe that great 



12 PRESENT DAY GEOGRAPHY 

questions should be decided without blood- 
shed. The statesmen of the United States 
are at the present time doing all in their 
power to bring about an agreement among 
all the nations whereby disputes shall be 
settled by commissions appointed for that 
purpose. 

Of course, sooner or later, some child 
will ask you what all this trouble in Europe 
is about. You may safely answer that, 
though many excuses are given, the real 
cause of the war Hes in prejudice and jeal- 
ousy. Do not give your personal opinion 
as to where the blame rests for beginning 
this terrible conflict. History will, some- 
time, make all clear. We can afford to 
wait for the truth. 

Moreover, our president has proclaimed 
our country neutral. It will not matter 
very much, perhaps, what one teacher 



GERMANY 13 

tells one class. But if the hundreds of 
thousands of teachers in these United 
States observe a strict neutrality in their 
talks with the millions of students in their 
charge, it may have an appreciable effect 
on the sentiment of the people of the 
United States. Let us do what we may to 
support President Wilson in his effort to 
prevent Americans from becoming involved 
in the struggle. 

Let us look at this country whose men 
are being taken from the fields and sent by 
thousands, to lay down their lives for their 
country. Only a few days ago the news- 
papers told of a terrible battle fought in a 
wheat field in France. Think of the pity 
that men are lying dead in the fields where 
they should be cultivating grain for their 
families. 

But is Germany an agricultural country ? 



14 PRESENT DAY GEOGRAPHY 

In calling her men to war is she actually- 
taking them from the fields ? Pupils study 
map and see that Germany lies almost 
wholly in the great northern lowland. Is 
the country well watered? In what lati- 
tude does it lie? From the map the pupils 
will conclude that every indication points 
to agriculture being an important industry. 
Read what the text tells of industries and 
productions in highlands and lowlands. 

How are all these productions disposed 
of? Nations dispose of their produce 
much as individuals do. Some is sold 
among neighbors and some is sent far 
away. How are the goods transported? 
By railroads and rivers. Germany is well 
supplied with railroads. Berlin is one of 
the greatest railroad centers in the world. 

Now what rivers should our pupils learn? 
I believe it is a safe rule never to teach a 



GERMANY 15 

river unless we can find a good reason for 
so doing. Obviously it is not sensible to 
expect the children to be able to describe 
all the rivers of Germany or any other 
country. They should, as a matter of 
general information, know those that are 
the great natural trade routes and those 
that hold prominent places in history and 
literature. 

Instead of assigning to the pupils the 
dreary task of learning where each river 
rises, in what direction it flows and into 
what it empties, call attention to the fact 
that the Elbe, Weser, Oder, Vistula, Rhine, 
all cross Germany, taking a northerly di- 
rection. The Elbe, Weser and Rhine 
empty into the North Sea; the Vistula 
and Oder into the Baltic. The Danube 
crosses a southern corner of Germany, 
flows entirely across Austria-Hungary, and 



16 PRESENT DAY GEOGRAPHY 

into the Black Sea. A few moments drill 
just at this point and the rivers of Germany 
are learned. 

Speak of the love of the Germans for the 
Rhine. Read "The Watch on the Rhine". 
No matter how often they sing it, read it 
just the same and read it well. The words 
will mean more than ever before. Tell of 
the bewitching Lorelei, who sat singing on 
the rocks in the river and with her wonder- 
ful song lured sailors to their certain death 
in the rapids. Mention the many ruins 
of medieval castles still to be seen along the 
river. The Rhine waters the greatest 
wine and raisin-producing country in the 
world. For miles the river winds its way 
among vineyards which are planted along 
either side. The river banks are high and 
steep, and to prevent the rains from wash- 
ing the earth away from the roots of the 



GERMANY 17 

vines the land has been terraced. (Ex- 
plain the term.) 

There is another waterway worthy of 
notice, and that is the Kiel Canal. Pupils 
should consult scale and calculate on the 
map the distance a ship travels going from 
the North sea around Denmark into the 
Baltic. Then measure the canal. They 
will be surprised that the journey around 
Denmark, which looks inconsiderable, is 
quite a long one. Lead them to see the 
advantages of the canal, both to merchant 
steamers and men-of-war. There are many 
other canals connecting rivers. In fact, 
there is a perfect network of rivers and 
canals over Germany. 

We have learned that agriculture, mining, 
and lumbering are carried on extensively. 
From what has been learned of the water 
ways, the pupils will see that it is reason- 



18 PRESENT DAY GEOGRAPHY 

able to expect manufacturing and commerce 
to be among the chief industries. 

Look carefully at the cities. From 
location judge which are ports and which 
are manufacturing centers. Berlin has 
been called "The city of intelligence". 
It is one of the world's great educational 
centers. Scholars from all parts of the 
world, including a large number from our 
country, find it profitable to spend some 
time studying in German universities. 
The world owes much to German inven- 
tors and scientists. Berlin is a very beau- 
tiful and a very clean city. One of its 
streets, JJnter den Linden, ''Under the 
lime trees", is noted the world over for its 
beauty. We are told the people of Berlin 
would not tolerate the indiscriminating 
method of advertising which makes sections 
of some of our cities hideous. Places are 



GERMANY 19 

provided for the posting of advertisements. 

Cologne is noted for its beautiful cathe- 
dral. If possible, show a picture of some 
cathedral and make sure the pupils know 
what a cathedral is. Once while teaching 
a sixth year geography class, I suspected 
that the fourteen year old boy who was 
reciting did not know much about what a 
cathedral might be. I urged him to tell 
me just what he would expect to see if he 
could visit a cathedral. After much hesi- 
tation, he said he supposed it was about 
like our village theatre! 

For what are Essen, Leipsig, Munich, 
Dresden noted? 

Speak of the government of Germany, 
and give the name and title of the present 
ruler. 

The pupils may be required to consult 
the school or public library for facts con- 



20 PRESENT DAY GEOGRAPHY 

cerning: home life of Germans; the naval 
rank of Germany; German exports to U. S. 
and U. S. exports to Germany; the Krupp 
gun; the Black forest; the conservation of 
German forests. 

You will probably think of other items- 
of interest in connection with this lesson. 
I hope so. For if you are really in earnest 
in your work, working with the children, 
this method of presenting geography makes 
it a live, interesting subject. 



II FRANCE 

Strive to present no two lessons in just 
the same manner. Strive, also, to begin 
the lesson with a talk or story which will 
at once attract the attention of your pupils. 
Children are more interested in people 
than in gulfs, bays and mountains. Pres- 
ent day teachers aim to bring out in their 
geography lessons the effect of the geo- 
graphical features of a country on the 
history (industrial, commercial, social, as 
well as political) of its people. So sup- 
pose we begin the study of France with 
a consideration of the French people. 

For instance, tell of the gay life of the 

Parisians; Paris is said to be the gayest 

city in the world. Some people say that 

even the ragged little children who know 

(21) 



22 PRESENT DAY GEOGRAPHY 

no home but the street are happy in this 
great city. But probably there is just as 
much sorrow in Paris as in other places, 
for sorrow comes to every one, sooner or 
later, no matter where he lives. But Paris 
is a very busy city and busy people are 
likely to be happy. Also the French are 
by nature gay and sociable. They enjoy 
city or village life, for there one may meet 
his friends on the streets, in the stores or 
in one's home and have a friendly chat. 
Even those living in rural districts do not 
build their houses on their farms, as we do 
in America. A Frenchman could not be 
happy with his nearest neighbor half a 
mile away. No indeed! — ^the French far- 
mers live in the village and go to their 
farms in the morning, returning at evening. 
But though the French love the life of the 
village and city, France is an agricultural 



FRANCE 23 

country. It contains more farms than the 
United States, though it is about twice 
the size of Cahfornia. This leads to a 
study of the map and the discovery that 
France is a generally level country, well 
adapted to agriculture. The lesson may 
then follow more or less closely the plan 
outlined in the lesson on Germany. 

Another interesting beginning may be 
made by a talk about Lafayette. The 
teacher might mention events in his life, 
not mentioning his name, allowing the 
children to discover of whom she is speak- 
ing. 

But the story I prefer for beginning 
the study of France is the story of the life 
of Napoleon Bonaparte. If you have no 
better way, try presenting this story and 
watch the children's eyes grow big, — es- 
pecially the boys'. Tell the story so well 



24 PRESENT DAY GEOGRAPHY 

that at least some of your students will 
ask for a book from which to read more 
fully the life of Napoleon. If you can do 
this, you have laid a stepping-stone to- 
ward a love for historical reading. Have 
in mind some book to recommend, which 
is suited to their years. "Boy of the 
First Empire," by Brooks, "Boy Life of 
Napoleon," by Foa, (adapted by Brooks), 
"Napoleon Bonaparte," by Sprague, are 
all good. ' The story might run something 
Uke this : 

On your maps, notice the island at the 
toe of the boot that Italy forms. Its name ? 
To what country does it belong? You 
will notice Corsica is a small country, but 
it has a most interesting history. It has 
belonged to many countries; for, by the 
fortunes of war, it has often been ceded 
by one country to another. Sometimes 



FRANCE 25 

it has been independent and the Corsicans 
have fought to keep their independence. 
At the time the American colonies were 
having their troubles with England be- 
cause of the Stamp Act, and England was 
stationing troops in Boston, there was born 
on the island of Corsica a boy who was 
named Napoleon Bonaparte. His father 
was of noble birth, but had little money. 
Napoleon was the second of the thirteen 
children in this family. His parents were 
Italians. Only a couple of months before 
his birth Corsica had been ceded to France. 
The Corsicans did not like this and all 
through his childhood Napoleon heard 
plans discussed for regaining their inde- 
pendence. Some of his father's friends 
were men of the army. The boy early 
became interested in military life. His- 
torians tell us that the boy, Napoleon, 



26 PRESENT DAY GEOGRAPHY 

was thin, pale and iindersized. He was 
never large physically. When he became 
an officer in the army and wore large, long 
riding boots, such as officers wore at that 
time, the boots looked so large on such a 
small man that some one facetiously re- 
ferred to him as, "Puss in Boots". His 
soldiers, too, often called him "The Little 
Corporal". 

When Napoleon was but nine years old, 
he was sent away to school. At sixteen, 
he was an officer in the French army. For 
you see Corsica belonged to France, and 
though the boy was Italian by birth, he 
was bom and brought up in the country 
owned by France. Therefore he was a 
Frenchman and France had a right to 
claim him for her army if she wished him, 
and she did wish him, for his teachers spoke 
highly of his work in the military school. 



, FRANCE 27 

He received a small salary. At the age of 
twenty-two, his salary was but two hundred 
sixty dollars. Yet he managed to provide, 
not only for himself, but for his twelve- 
year-old brother, whom he kept with him, 
in order to help his mother. 

When you get into the high school and 
read the history of France, you will learn 
much about this great man, for he made 
history pretty fast for France. You will 
read of the great battles he fought against 
Italy, Austria, Germany, England, Russia 
and other countries. For years he was 
victorious in the wars. The French people 
adored him. They made him their Em- 
peror. The poor, pale-faced Italian boy 
had become Emperor of France, — and 
France was the most powerful nation of 
Europe, because of him. But the other 
nations feared and hated him. Because 



28 PRESENT DAY GEOGRAPHY 

of the wars which he waged, thousands of 
women lost fathers, husbands, sons in 
battle, — thousands of children were left 
fatherless and thousands of homes were 
destroyed. 

But there came a battle when Napoleon 
was not victorious and England triumphed 
over France. Then this great Emperor 
was exiled from his country — sent to an 
island thousands of miles from his beloved 
France. There he led a lonely life, guarded 
every moment, awake or asleep, until 
death ended his loneliness. 

When you are older some of you will, 
undoubtedly, visit Paris. You will visit 
the Louvre and other art galleries. There 
you will see many paintings and other 
works of art — some of the rarest in the 
world. Many of these were sent to Paris 
by Napoleon. Whenever he made war 



FRANCE 29 

on a country, he immediately took meas- 
ures to ascertain what art treasures that 
country possessed and where they were 
kept. Then when the war was over, and 
France was victorious, he would seize all 
the beautiful paintings and statues and 
send them to Paris. Thus Paris became 
noted for its art treasures. Many other 
wonderful pictures have been added since 
Napoleon's time, and now thousands of 
art students Hve in France where they may 
study at first hand the works of the great- 
est painters and sculptors. 

The French people love the beautiful 
in everything. This love and good taste 
manifest themselves even in their clothes. 
The dresses of the French women are 
copied all over the world. From Paris 
great quantities of ready-made clothes 
and dress material, gloves, hosiery, laces 



30 PRESENT DAY GEOGRAPHY 

and ribbons are exported to many countries. 
You see, on the map, that Paris is not a 
seaport. How are her manufactures sent 
to the coast? Pupils will suggest they 
may be sent on the Seine to Havre. Em- 
phasize these facts: — Paris is one of the 
great manufacturing centers in the world; 
it is on the Seine; its port if Havre. This 
helps to fix in mind the location of the two 
cities and the river. 

Note Marseilles near the mouth of the 
Rhone. With aid of map and text, dis- 
cover in what industries the people in the 
valley of the Rhone engage. What, then, 
will be exported from Marseilles? Speak 
of the beautiful porcelain which is manu- 
factured at Limoges. If possible have a 
piece of Limoges china to exhibit. The 
ribbon industry at St. Etienne is worthy 
of note. Bordeaux is the greatest wine 



PRANCE 31 

port in the world. Look at other indus- 
trial centers. Note the Loire river. The 
rivers Aisne and Ois should be noted just 
at the present time because their banks 
recently been the battle fields toward 
which the eyes of the world were turned. 
Ordinarily they are unimportant. 

Consult map and text to find what nat- 
ural advantages have helped to make 
France a commercial, agricultural and 
manufacturing country. — Note latitude, 
altitude, proximity to ocean, location of 
of mountains, and judge of climate; note 
coast line, gulfs, bays, etc.; location with 
reference to other countries; facilities for 
transportation. Is France a mining coun- 
try? Wherever we find a manufacturing 
center, we may conclude that coal is mined 
in that section or that it may be obtained 
easily. Which is the case in France? 



32 PRESENT DAY GEOGRAPHY 

Speak of the manufacture of silk and 
culture of the silk worm. Either tell how 
silk is manufactured or assign it as a topic 
for research. It will be possible for many 
teachers to procure the cocoon of the silk 
worm. But if you cannot get one, be on 
the lookout for the cocoons of some of our 
native caterpillers. From many of them 
you can unwind a thread of silk. 

Be sure to have some pictures on hand. 
The lesson will be much better remembered 
if it is illustrated. We can obtain splen- 
did copies of the world's best pictures for 
a few cents. The very fact that you have 
pictures to illustrate your work reveals 
to your pupils that you are interested and 
enthusiastic. And interest and enthus- 
iasm are contagious. Get good sized 
pictures and mount them. For instance, 
a portrait of Napoleon, about 7x9, mounted 



FRANCE 33 

on a dark brown mount, if in sepia tones, 
or on a light gray mount, if black and 
white, will add greatly to the beginning 
of the lesson. Other pictures might be: 
A view of the Champs Elysees; the Tuil- 
leries; pictures portraying the rural life 
of France; some of the art galleries; some 
of the pictures to be found in those gal- 
leries — the Mona Lisa, for example. Tell 
of the stealing of this picture two or three 
years ago. Call attention to the beautiful 
expression of the face. Cover the eyes 
with the hand and the smile seems to be 
around the mouth. Cover the mouth, it 
is the eyes that smile back at you. Call 
attention to the beauty of the hands. 

Have some views of the Alps. Tell 
how Napoleon led his soldiers across the 
Alps, to invade Italy. When the people 
learned he was planning to do this, they 



34 PRESENT DAY GEOGRAPHY 

said it was simply impossible, for the army 
to cross those mountains, but Napoleon 
merely said, "Beyond the Alps lies Italy." 

Some topics for home research work 
might be: — Life of Leonardo da Vinci and 
the circtmistances of the painting of Mona 
Lisa; the Riviera; Eiffel Tower; govern- 
ment of France; name of the present 
President; the emigration of the French to 
United States as compared with that of 
other countries; French army and navy; 
fisheries; French imports and exports. 

Some very sensible people think now-a- 
days that learning is made too easy for the 
children. Quite possibly. But there is 
no immediate danger of making it too 
interesting. I would have the boy^ and 
girls thinking so earnestly about the French 
people and their home, during this lesson, 
that they will want to read about these 



PRANCE 35 

people. And I would also see to it that 
at an appropriate place in the lesson a few 
moments are taken to fix in the mind once 
and for all the location of important cities, 
rivers, etc. It is all wrong for a child to 
sit half an hour with an open geography 
before him, deluding himself into the 
belief that he is "studying". It seems to 
me that the memorizing of locations, the 
describing of rivers and other such neces- 
sary (but of themselves, uninteresting) 
details should be taught briskly, by the 
teacher. Then the individual study in 
school or at home should be along lines 
that develop a habit of research and a love 
of biographical and historical reading. 



Ill THE BRITISH ISLES 
By way of introduction the teacher 
might give a brief history of England, 
showing how Britannia has risen from a 
small, obscure country to become "Mis- 
tress of the Seas." The story of the de- 
feat of the Spanish Armada never fails to 
interest. 

After text books are opened and maps 
ready for consultation, about the first to 
be done is to get a clear understanding 
that "The British Isles" is the name given 
to a group of islands, numbering hundreds ; 
Great Britain is the largest of the group 
and contains England, Wales and Scot- 
land. Ireland is the island second in size; 
"The United Kingdom" is the name ap- 
plied to Great Britain and Ireland; "Brit- 
(36) 



THE BRITISH ISLES 37 

ish Empire" includes British possessions 
all over the world. It has been said that 
the sun never sets on the British Empire. 
Do you understand the significance of 
this? While "England" used geographi- 
cally is but one country of Great Britain, 
"England" is used, in a political sense, to 
designate the British Empire. 

Compare the latitude of the British 
Isles with that of Labrador. Compare the 
climate of the two countries. What, be- 
side latitude, determines the climate of a 
place? The Isles have a milder winter 
than we have in the northern part of the 
United States. This is largely due to the 
winds which are warm. The prevailing 
westerlies blow two-thirds of the time. 

The map shows Ireland to be generally 
low and flat. Consequently the moisture- 
laden winds blowing from the ocean deposit 



38 PRESENT DAY GEOGRAPHY 

their moisture as rain. The average an- 
nual rainfall is about fifty-five inches. 
These conditions make Ireland a country 
of green fields. This has given rise to the 
name, "Emerald Isle." What is an emer- 
ald? 

Of course, in this level, well- watered 
country agriculture is the chief industry. 
Large crops are raised, the chief of which 
is the potato crop. Yet the average Irish 
farmer is not prosperous. Remember it is 
not what a man earns but what he saves 
that makes him prosperous or otherwise. 
Very few Irish peasants own their farms. 
They are, for the greater part, owned by 
wealthy English men who rent them to 
Irish peasants. Rents are often exorbi- 
tant and laws unfavorable to the poor 
peasants. Can you see any connection 



THE BRITISH ISLES 39 

between these facts and the large number 
of Irish in the United States ? 

Travellers, returning from Ireland, tell 
us of the beautiful lace which the Irish 
women make. One kind is called pillow 
lace because it is made over a pillow- 
shaped pad. Not only in Ireland, but 
in various parts of western Europe it is 
common to see women making the most 
beautiful laces as they sit in their doorways 
or watch the flocks in the fields. 

The Irish are noted, also, for their linen. 
From what is linen made? Do the Irish 
grow their own flax or import it? What 
part of the flax is utilized in linen manu- 
facture? Locate Belfast. This city con- 
tains the largest linen mill in the world. 
In this mill twenty-five thousand people 
find employment. In Belfast, large num- 
bers of ships are manufactured — some of 



40 PRESENT DAY GEOGRAPHY 

them being fine ocean steamers. Locate 
other manufacturing centers. In Dublin 
great quantities of Irish poplin is manu- 
factured. What is poplin? Dublin is 
an educational centre, containing Dublin 
University; it was the birth-place of the 
Duke of Wellington, who did more than 
any other one man to cause the downfall 
of Napoleon; it contains St. Patrick's 
Cathedral. Tell the story of Ireland's 
patron saint, dwelling more upon his min- 
istrations to the poor and unfortunate, 
than upon the tale of the driving of the 
snakes and toads out of Ireland. Find a 
seaport where American vessels often stop 
before crossing the channel to Liverpool. 
There is no coal in the country. The 
people use peat for fuel. Allow pupils 
to discover for themselves what peat is, 
how obtained, and how prepared for use. 



THE BRITISH ISLES 41 

We find no great rivers in Ireland. They 
are short, though some furnish good water 
power. 

Locate the Lakes of Killarney. These 
lakes were formed when the great Scan- 
dinavian glacier slowly dragged itself 
across Europe. As it carved its way be- 
tween mountains or hills, it often left hol- 
lows in the land. After the glacier melted 
mountain streams and springs filled these 
hollows with water and thus a lake was 
formed. The Lakes of Killarney are not 
large — only about five miles long and about 
half as wide. But their shores are a mass 
of trees and bushes covered with beautiful 
foliage and flowers. Lovely little islands 
dot the surface of the lakes here and there, 
adding greatly to their beauty. 

The Irish people are honest, industrious 
and home-loving. They are noted for 



42 PRESENT DAY GEOGRAPHY 

their wit. But they are highly imagina- 
tive. From them one may hear no end of 
stories of fairies and elves, or ghosts. In 
the town of Blarney stands the famous 
Blarney Castle. In the masonry of this 
castle is a magic stone. The Irish will 
assure one that any who kiss this stone 
will forever have the gift of eloquent and 
complimentary speech. Hence the signi- 
ficance of the remark, "He must have 
kissed the Blarney stone." 

The shamrock is the emblem of Ireland. 
Have you ever seen this plant? Now let 
us leave the "Land of the Shamrock," and 
visit the "Land of Heather." What is 
heather? What water must we cross to 
reach Scotland? 

The map shows a country rugged and 
mountainous in the northern and western 
parts ; more level in the central and eastern 



THE BRITISH ISLES 43 

parts; low mountains in the extreme south. 

The inhabitants of the northern part 
are called Highlanders ; those of the south- 
ern part, Lowlanders. Are there more 
Highlanders or Lowlanders? Why? In 
olden times the Highlanders were divided 
into clans. Consult dictionary for meaning 
of clan. Each clan had its chief and its 
own cosjtume. In these clans originated 
the Scotch plaids — each wearing the plaid 
that represented his clan. The clans were 
often at war with each other. After a 
war the victors obliged the conquered to 
adopt the plaid and emblem of the vic- 
torious clan. 

We have seen that the southern part of 
Scotland has the greater population. Ire- 
land's centers of population and industry 
are mostly in the eastern part. Give 
reasons for this. The teacher will find it 



44 PRESENT DAY GEOGRAPHY 

helpful to place upon the board a map, 
showing the coal fields of Great Britain. 
In Tarr and McMurray's **New Geogra- 
phies," Book II, p. 267, there is such a 
map. Divide the plate into squares. 
Place the same number of squares upon 
the board. Work out the outline square 
by square. Whether or not it is easy for 
you to draw, you simply cannot help get- 
ting good maps before your pupils, if you 
follow this plan. The children will not 
be slow to see that manufactiuing centres 
have sprung up near the coal fields. In 
Scotland the greatest manufacturing centre 
is Glasgow. What is manufactured in 
Glasgow? Consult tables found at the 
back of the text book and find how Glasgow 
ranks as a centre of population. What 
raw material does Scotland produce? 
What are the means of transportation? 



THE BRITISH ISLES 45 

Now we cross the Cheviot Hills and we 
are in England, our "mother country." 
But before considering England, let us 
look at the little country west. 

Wales is smaller than Massachusetts. 
A rough, hilly country, you see. Here are 
rich coal deposits, iron mines and slate 
quarries. The principal city, Cardiff, is 
noted for its ship building. 

Great Britain produces three-fourths 
as much coal as all the United States. To 
what industries, in England, does the 
presence of coal in large quantities give 
rise? Name the great manufacturing and 
mining centres of England. What is the 
seaport of western England ? Eastern Eng- 
land? How are goods transported to the 
coast? How does England rank with 
other countries in manufacturing and 
commerce? What raw material does she 



46 PRESENT DAY GEOGRAPHY 

import? From what countries are they 
imported? Why does not Great Britain 
produce her own cotton? (Cotton re- 
quires a long season of warm weather — it 
could undoubtedly be grown in Great 
Britain, but the frosts would come before 
it could ripen.) 

The "Current Events" of Dec. 4, 1914, 
states: "The allied countries are now 
spending millions of dollars in the United 
States. They buy, chiefly, canned meats, 
dried or salted fish, grain, horses, arms, 
ammunition, boots and shoes, woolen 
clothing and lumber." The same paper 
elsewhere states: "The British Parliament 
granted Premier Asquith's request for 
leave to raise a second army of one million 
men." Contrast the present condition 
of England with that of our country. The 
British, having already sent a million men 



THE BRITISH ISLES 47 

to war, now take another million from the 
fields, mines, fisheries and factories. Large 
sums of money which should be spent in 
English markets are turned into the mar- 
kets of the United States. This is a good 
time to impress upon young minds one 
of war's horrors — the paralysing of in- 
dustry. We have seen that when every 
one is at work England cannot produce 
food enough to supply her large population. 
Now that the men must leave their work, 
who is to furnish food for aged mothers, 
wives and children? 

Try to have the girls and boys get some 
idea of the immense size of London. Re- 
member that areas are great or small only 
by comparison. Compare the area of Lon- 
don with some well known area. London 
is the greatest commercial centre in the 
world. It is centrally located as regards 



48 PRESENT DAY GEOGRAPHY 

the East and the West, which is one reason 
for its commerce. Another is found in 
the vast possessions of the British Empire. 
Name these possessions If you were a 
business man and had a family of sons and 
each was engaged in some business would 
you not trade with each other? So it is 
with nations. India, Australia, Canada 
and the rest send their products to Eng- 
land. And when the ships return they 
carry cargoes of goods produced in Great 
Britain. 

London is on the Thames river. The 
mouth of the Thames is about six miles 
wide and forms a harbor for vessels from 
all parts of the world. The harbor extends 
a long way inland. For twenty miles it is 
lined on each side with the docks of Lon- 
don. 

The city is built on both sides of the 



THE BRITISH ISLES 49 

Thames. It is said the busiest place in 
the great city is London bridge. Some 
one has estimated that eight thousand 
people cross the bridge every hour. 

One recitation may well be given to 
London. After a short talk which ought 
to arouse interest, leave the rest to the 
children. The next recitation may con- 
sist of their telling what they have been 
able to learn of: Westminister Abbey, 
Houses of Parliament; Bank of England; 
London Tower; Trafalgar Square; St. 
Paul's Cathedral; Rotten Row; Picadilly; 
British Museum; Crystal Palace. En- 
courage children to bring post-cards to 
other pictures obtained from magazines 
or any other source. 

Explain in a simple way the government 
of the British Empire. Emphasize the 
fact that this Empire is well governed. 



50 PRESENT DAY GEOGRAPHY 

Talk to the children of Shakespeare, Dick- 
ens, Burns, Scott and Moore. While study- 
ing England, it wotdd be excellent to have 
one of the English lessons consist of a talk 
about English authors . Tell the story of one 
of Shakespeare's plays. Or read one of 
Lambs' "Tales of Shakespeare." I have 
heard a sigh of disappointment when the 
story about a certain merchant who lived 
in Venice long ago, was finished. I have 
known questions to be asked afterward, 
which plainly showed that the sixth grade 
enjoyed Sharespeare's play. Remember, 
many of our girls and boys leave school 
at the end of the sixth school year. In 
nearly every case the seed for the love of 
good literature must be sown while the 
children are in school. A boy may not 
remember the length of the Thames or the 
•largest city of Scotland, but if he remembers 



THE BRITISH ISLES 51 

Scotland's poet and learns to love the 
works of Shakespeare, Dickens and Scott, 
the community in which he lives will be 
the better for his living in it. If we can 
send our sixth grade pupils out with a taste 
for good literature, we have done much 
towards the ultimate end of teaching — 
good citizenship. 

And don't overlook the ones who are 
most in need of help and encouragement. 
In a sixth grade which I knew well, it was 
very popular to borrow books from the 
public library. Each child had a library 
card. In the grade there was a number 
of foreign children. The teacher quoted, 
during a geography lesson, from the Burton- 
Holmes 'Travelogs." She told them that 
the books were in the public library and 
suggested that they might enjoy them. 



52 PRESENT DAY GEOGRAPHY 

Soon after, our public librarian related the 
following incident: 

"One night a couple of weeks ago, A. 
(naming an eleven-year-old boy, son of an 
Hungarian saloonkeeper) came into the 
library and asked for one of our new 'Tra- 
velogs*. I must say I hesitated. It was 
raining and he was dirty. But on second 
thought I wrapped the book in paper and 
told him he must not soil it. He kept it a 
week, and returned it in perfect condi- 
tion, wrapped in a newspaper." "And," 
I replied, "I happen to know he made good 
use of it." 



IV BELGIUM 

Not long ago, a college professor, lectur- 
ing in a nearby city, remarked that he 
wished he could have a goodly number of 
the Belgium refugees in this country. 
Why did he make this statement? Evi- 
dently he believed the Belgians would 
make good citizens. Let us see how many 
reasons we can discover in support of this 
theory. 

Belgium is the most densely populated 
country in the world. (Do your pupils 
distinguish between densest and largest?) 
Nevertheless Belgium raises crops suf- 
ficient for her needs. The Belgians, then, 
are industrious. Reason 1. 

The northern part of Belgium is given 
over to agriculture. There are no large 
(53) 



54 PRESENT DAY GEOGRAPHY 

farms, such as we know in America. Most 
fanners own but two or three acres. But 
the farming is carried on so intelligently 
that immense crops are secured. The 
Belgians, then, are good farmers. Just 
what we need in the United States. Rea- 
son 2. 

Some of the best of the United States 
farmers are descendants of those emigrants 
from northern Europe who came, about 
1820, and settled in the middle west. 

A study of maps and texts reveals the 
fact that southern Belgium is a higher 
country than northern Belgium. In the 
south are large coal beds. Of course there 
is manufacturing. The principal manu- 
factures are cotton and woolen cloth, 
linen, carpets, iron and steel goods. The 
Belgian women produce by far the greater 
part of the hand-made lace of the world. 



BELGIUM 55 

Commerce is one of the great industries. 
There are plenty of canals and railroads. 
Belgium was the first country of conti- 
nental Europe to possess a railroad system. 
Progressive, you see. Along the numerous 
short streams and the river Scheldt, there 
are numerous villages and cities. This is 
added proof of industry. It also proves 
intelligence. In countries whose inhabi- 
tants have a low order of intelligence, we 
do not find the people building railroads 
nor creating industrial centres. The Bel- 
gians are very intelligent. Reason 3. 

We have seen that the country divides 
itself naturally into a north and south 
section. These sections differ not only 
as to occupation, but as to the people 
themselves. The inhabitants of northern 
Belgium are Flemish. They speak a lan- 
guage closely resembling the Dutch. The 



56 PRESENT DAY GEOGRAPHY 

southern Belgians are called Walloons. 
French is their language. They differ, 
not only in language, but in appearance, 
customs, politics and religion. Both na- 
tionalities are represented in the govern- 
ment. But Walloons and Flemish are 
one in their love for their country. Though 
originally they came from other countries, 
having made Belgium their home, they are 
loyal to Belgium. Just the spirit we foster 
in America. The Belgians are loyal and 
patriotic. Reason 4. 

Brussels, until recently the capital of 
Belgium, is very like Paris in appearance. 
(Explain why Antwerp is, at present, the 
capital.) Its streets are very clean. Jt 
contains many buildings that are notable 
for their architecture. Both Flemish and 
Walloons live in Brussels. 

Ghent, in the Flemish country, is an 



BELGIUM 57 

interesting, though old-fashioned city. 
You will remember that the peace-treaty 
which terminated the War of 1812 was 
signed at Ghent. This, also, is the city 
of which Browning speaks in the poem 
familiar to many sixth and seventh year 
students, "How They Carried the Good 
News from Ghent to Aix," 

Antwerp, one of the gateways into 
Europe, is a thriving, hustling city. Here 
are some of the finest quays in the world. 
They were built by Napoleon at a time 
when he was planning to invade England, 
and intended Antwerp as a base of opera- 
tions. In this city is the famous Antwerp 
Cathedral. The spire of this cathedral 
is one of the most beautiful bits of archi- 
tecture in the world. So delicate is its 
construction that Napoleon compared it 
to lace. Another European monarch de- 



58 PRESENT DAY GEOGRAPHY 

dared it should be enclosed in glass. In 
the pinnacles are dozens of bells which 
chime the sweetest music. The Belgians 
love the music of the chimes. In one city 
they play every seven minutes. 

Liege is a thriving manufacturing centre 
where machinery, cutlery and glass are 
made. 

Ostend is a noted watering place. 

Belgium has produced some of the 
world's great painters — among them, Ru- 
bens and VanDyck. In Antwerp and 
Brussels are art galleries containing art 
treasures that are priceless. Very recently, 
some of these treasures were placed in 
water proof tubes and buried in the Scheldt 
river. The Belgians feared that during 
the present war these works of art might 
be ruined or stolen. The love of art and 



BELGIUM 59 

music shown by these people is evidence 
of culture. Reason 5. 

The people of Belgium are a peaceful 
people. Though many battles have been 
fought in this country, her people have 
never sought war. They have invariably 
fought in self-defence. The position of 
the country has made it inevitable that 
,the larger countries should meet here in 
conflict. 

The Belgians, then, are industrious, 
thrifty, good farmers and manufacturers, 
are intelligent, progressive, patriotic, of 
happy disposition, are peaceful and have 
cultured tastes. 

The inexperienced teacher should bear 
in mind that by far the greater part of this 
lesson must be discovered by the pupils, 
by means of maps, text and reference books. 
The teacher may tell just enough to a- 



60 PRESENT DAY GEOGRAPHY 

rouse curiosity or to stimulate interest. 
There might well be some study of the 
customs of the people, e. g. their custom 
of harnessing dogs to carts and using them 
for much of the work done by horses in 
our country. Pictures of the people and 
their houses will add greatly to the lesson. 
Do not show a photograph of any of the 
famous pictures unless the picture means 
something to you. You cannot lead child- 
ren to see what you yourself do not see. 
If you are really teaching, other ways of 
interesting your pupils will occtu" to you. 
Do you really enjoy the geography lesson? 
Some time ago, I heard a Methodist 
minister say that the reason some people 
did not enjoy a religious experience is be- 
cause they never get out into the deep 
sea of religion. Instantly to my mind's 
eye came the picture of a bathing beach. 



BELGIUM 61 

Many were hanging around the water's 
edge — some stood shivering ankle deep 
in water. A few were striking out into 
the deep water and enjoying it. I don't 
suppose the good man expected us to make 
any other application of his figure, but I 
couldn't help thinking that it is so with 
teachers. Too many hover around the 
edge — step timidly forward — look back, 
half regretting. No joy there. They 
"don't like teaching." Too bad they don't 
even know they are not teaching any more 
than the waders are swimming. Strike 
out into the deep water, sink or swim, and 
you'll find out whether or not you like 
teaching. 



V AUSTRIA-HUNGARY 
When the German Empire was formed 
jealousy between Prussia and Austria kept 
Austria out of the Empire. In 1869 
Austria united with Hungary and the 
empire of Austria-Hungary was formed 
The people of Austria are Germans; those 
of Hungary, mainly Hungarians. But 
there is a great mixture of races. In olden 
times, Asiatic tribes often came into Europe 
from Asia, following the Danube river. 
So, many of the inhabitants of the Austria- 
Hungarian Empire are descendants of 
Asiatic tribes. Many Russians and Ital- 
ians, also, have found homes in this empire. 
One traveller while visiting Budapest, 
wrote, "I sat in a Ttirkish tavern between 
a German and a Hungarian, opposite a 
(62) 



AUSTRIA-HUNGARY 63 

Slav and a Bohemian, with a Turk at the 
head of the table, a Frenchman at the foot, 
while a gypsy played the cymbals near 
by and the waiter was a Russian," The 
people of different nationalities are often 
prejudiced against each other. But we 
have seen, during the past year how united 
they are when it is necessary to unite for 
defence against a common foe. 

If we were to visit Austria, we should 
find that Austrians are Germans just as 
much as the inhabitants of Germany. 
It might surprise us to find the Hungarians 
are attractive people. The Hungarian 
men have been called the handsomest men 
of Europe. There are many gypsies in 
Hungary. These people are very musical 
but too dirty to be attractive. 

The home land of all these Austrians, 
Himgarians, gypsies, is the second country 



64 PRESENT DAY GEOGRAPHY 

of Etirope in size. Name the largest 
country. Look at the map and you will 
see that the empire is nearly surrounded 
by motmtains. Find the Carpathians. 
Note how the Danube finds its way through 
a mountain gap and runs across the Hun- 
garian plains. It is quite worth our while 
to stop for a moment and consider this 
wonderful river. How does it compare 
in length with the Volga? The Rhine? 
Through what countries does it flow? 
What countries does it separate? Name 
the cities on its banks. The Danube flows 
across the plains of Hungary and waters 
one of the richest wheat fields in the world. 
Here, too, is manufactiu*ed the finest wheat 
flour in Europe. Lead the pupils to com- 
pare Budapest with St. Paul and Minnea- 
polis. Budapest was formerly two cities. 
Buda and Pesth. They were located on 



AUSTRIA-HUNGARY 65 

Opposite sides of the river, making "twin 
cities," like St. Paul and Minneapolis. 
St. Paul and Budapest are capital cities 
and lead in the manufacture of flour. 

Vienna, capital of Austria, is one of the 
gayest cities in the world. The Austrians 
are as sociable and as fond of pleasure as 
the French. There is a large university 
in Vienna. The city is famous, also, for 
its medical schools. How many seaports 
has this empire ? Is Austria-Hungary con- 
tented with her extent of sea-coast? 

All the provinces are united under one 
monarch, Emperor Francis Joseph. But 
Hungary and Austria have separate con- 
gresses. On the map, find the various 
provinces. Bohemia is noted for the 
manufacture of beautiful glass-ware, called 
Bohemian glass. Recall that Transyl- 



66 PRESENT DAY GEOGRAPHY 

vania is the province into which the Pied 
Piper led the children of Hannover. 

Not long ago one of our training class 
girls gave a geography lesson before the 
remaining members of the class. After 
the lesson the girls, as usual, made their 
criticisms. ''Teacher led the pupHs to 
discover facts," "All the class were kept 
busy." "Questions were definite," etc., 
It seemed that no one had any fault to find 
with the lesson. "Girls," I asked, "do 
you find nothing to criticise adversely?" 
One venttired, timidly, "It seems to me the 
lesson was not very interesting." Not 
very interesting! No, it was not at all 
interesting. As a matter of fact we could 
have fallen asleep at any time dtiring the 
lesson. There was no fault to be found 
with the preparation of teacher or pupils; 
the lesson was correctly presented, followed 



AUSTRIA-HUNGARY 67 

a well-defined outline, and proceeding 
naturally from topic to topic. Important 
facts were made prominent and received 
sufficient drill. But the teacher looked 
bored. Her eyes were dull; voice monoto- 
nous, though well modulated. I felt like 
shouting "Let there be life!" 

Teachers, we may prepare and present 
an absolutely correct lesson; but if we fail 
to present an interesting lesson, I doubt 
whether we are really teaching at all. For 
teaching implies learning. Without learn- 
ing, there is no teaching. Our students at- 
tend to that which interests them. When 
we get attention through interest we find 
the children remembering what they learn 
and desiring to learn more. Of course in 
every class there are a few who "get it" 
anyway. The probabilities are, they would 
* get it" with the aid of a text book, if no 



68 PRESENT DAY GEOGRAPHY 

teacher were there. We should take no 
credit to ourselves for these. But when 
the slow girl, the dull or indifferent boy 
begin to listen and then bend interestedly 
over a map or text in an effort to gather 
some facts ; when they begin to try to learn 
because we have caught their interest, 
then, I take it, we are teaching. 

In a teachers' meeting we were speaking 
of an unusually bright child in one of the 
grades. "Oh, if I could have a whole 
grade of youngsters like him, it would be 
just pleasure to teach," remarked the 
teacher. "Yes," replied the principal, 
"but such do not test your ability as a 
teacher." 



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